In the abstract gift I call the attention paraum occurred phenomena s in the present time: The impoverishment of the practical
one of study, education and research in schools and university. In what it says respect to the prieiro of the topics, calls the attention the process of depreciation of the knowledge for uqe passes Brazilian schools and universities in the present time. The systems of international evaluation of education, as PISA indicates that in Brazil a significant decrease of the indices of domain of basic abilities occurs (as: to produce its proper texts and/or to establish entreelementos logical relations of direction gifts in some narrative spaces) enter the students of the Brazilian schools. Parallel to this, some internal mechanisms of National educational evaluation as oSistema of Evaluation of Educação Básica (SAEB) and the National Examination of Performance of Estudantes (ENADE), inform that (respectively, in basic education and superior education) the students (THEY ASTONISH) THEY LEAVE WITH INDICES OF INFERIOR ABILITIES COGNITIVAS TO THAT THEY POSSESSED WHEN ENTERING IN THE SCHOOLS. But what it provokes this chaotic and pernicious
situation? Several are the factors that concur for in such a way. I will speak of one, that he is little boarded in the national literature of the area of Education: the value attributed to the study for the pupils. In a Country where they lack job chances, and where education does not meet organized in a National System (Brazil until today does not possess it), it is difficult to the young poor persons (and they they are the great majority of the pertaining to school population), is difíil to convince them of that the school (or the university) it can offer to them more than a diploma. In the present time the schools possess a perfidious association between professors badly-prepared, harms infrastructure conditions and an administrative net of agencies whose proposals do not become related with the ones of the Brazilian reality schools (vide given of SAEB 2005). This situation to the being perceived for the students takes it to it to disdain the study as value (to see research of Isabel Lélis regarding the Craft of the pupil), contributing therefore for a deep and great situation of
intellectual disinterest, in all the education levels. Leaving of the principle that the studies correctly demonstrate the loss of the cognitivas abilities in the school, we have in many cases the uncommon situation to see just-formed in university that in the reality has little cognitivas abilities what many half-illiterates (to this respect to consult given of ENADE 2006 in: www.inep.gov.br/ENADE). All this picture generates an immense intellectual poverty in a pertaining to school population that tends to reproduce for the next generations the standards desintegradores to the logic of pertaining to school formation. So that let us can better still conceive this situation, we must observe that the politics of (DES) investment carried through in Education in last the 20 years are the test of that the Brazilian State finishes for subsidizing this intellectual impoverishment. Data of the Ministry of the Planning point that good it has broken the financial resources destined to the Education (already sufficiently scarce in a continental country and with so deep problems) are deviated for the payment of public debts of the State, without counting that many of the remaining resources are deviated by the corruption each more increasing time in the national public administration. Beyond the bad administrative and financial management, we have a pedagogical field of researchers and professors that if becomes attached the possible esdrúxulos modismos, contributing more still so that the pedagogical ideas proposals never arrive to accomplish themselves in the schools, but before, if they become vehicles of auto-promotion of the “authors” (many mere times plagiadores) of such theories. This is a picture that I call “intellectual poverty”, therefore in the current conjuncture Brazil places o.s. front to the international organisms (as UNESCO, agency of the ONU) as if is a beggar to request that somebody comes to help it in its misery. The problem however is that a time having this fond aid, própriomendigo again uses badly the received resources and dissimulates to accept the decisions of the benefactor with the objective to ask for more resources. An example of this can be seen with the first moment where in Rio De Janeiro (beginning of the decade of 1990) politics of automatic promotion in the schools are implanted. Such politics ocnsistem simply in not disapproving the pupils in the first series, leaving to pass them to the second same series without knowing to read, to write and to count. Very curiously to the this time UNESCO financed programs of reduction of the pertaining to school repetência, and here it is that Rio De Janeiro when showing the report of the politics of approval in the first series developed obtains with louvor such financing (more than 90% of the children are approved). He is obvious that the way was omitted as such politics if they had developed and this masks the enormous blow applied next to the international organisms, since in the reality was not improved the education, but yes eliminated the resource of the reprovação, and as they passed automatically serial, the pupils more did not present no index of reprovação. This example ilustrao picture of an intellectual poverty in the Education, qualeu it waits that one day finishes in Brazil.